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dc.contributor.authorTaggart, Jill
dc.date.accessioned2016-12-05T19:35:55Z
dc.date.available2016-12-05T19:35:55Z
dc.date.issued2016
dc.identifier.urihttp://hdl.handle.net/20.500.11803/602
dc.description.abstractAn attachment theory lens is used to explore the models that teachers carry into their personal and professional relationships. Attachment insecurity affects a teacher’s ability to effectively collaborate with teaching peers and administration. It also affects teachers’ sensitivity, consistency, and empathy toward students in their charge, particularly if the students themselves are relationally insecure (Ahnert, Pinquart, & Lamb, 2006). Several scholars (Cohen, 2015; Gergen, 2009; McNamee & Moscheta, 2015) stress the importance of self-reflective practice in creating relational engagement in education as it results in better student outcomes. The ability of those to engage in relational self-reflective practice, often the cornerstone of education and counsellor training, would not reach the required depths to effect meaningful behavioral change in those with attachment insecurity. An alternative professional development concept using guided book study is discussed.en_US
dc.language.isoenen_US
dc.publisherCreateSpaceen_US
dc.relation.ispartofSupporting the Success of Adult and Online Students
dc.relation.ispartofseriesProven practices in higher education;
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectAttachment theoryen_US
dc.subjectRelational self-reflectionen_US
dc.subjectInstructor relational engagementen_US
dc.subjectInstructor professional developmenten_US
dc.subject.lcshAttachment behavior
dc.subject.lcshTeacher-student relationships
dc.subject.lcshInteraction analysis in education
dc.titleAttachment Security in the Classroom: A Proposed Professional Development Framework for Teachersen_US
dc.typeBook Chapteren_US
cityu.siteSeattleen_US
cityu.site.countryUnited Statesen_US


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